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Blukacz, Mateusz ; Kromka, Marta
2015
article
Educational Research Institute
The paper reports a study addressing influence of learning strategies on academic achievement in mathe matics, reading and science internationally, with comparisons between Poland’s neighbouring countries. Data from the PISA 2009 study was used to build multiple multilevel hierarchical regression models, with control variables for student, school and at country level. Based on the model developed by Chiu, Chow and McBride-Chang (2007), prior achievement, student family background, school environmental characteristics and national economic and cultural contexts were controlled for, allowing assessment of the effects of learning strategies. Higher dependency on memorisation was associated with lower scores in all domains, elaboration was a negative predictor of reading and positive of mathematics and science, while use of metacognitive strategies was associated with higher scores in all domains investigated. The effect of metacognitive strategies was particularly strong in Poland, as compared with neighbouring countries.
Edukacja. 2015, 3 (134)
21st century
eng
Creative Commons BY 4.0
application/pdf
oai:jbc.bj.uj.edu.pl:409105
0239-6858
Oct 26, 2021
Oct 19, 2017
32
33
https://jbc.bj.uj.edu.pl/publication/433992
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OAI-PMH
Citation style: Chicago ISO690
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